In some countries and economies, such as Beijing-Shanghai-Jiangsu-Guangdong (China), Qatar,Thailand, Tunisia and the United Arab Emirates, students spend at least 54 hours per week learning at and outside of school combined, whereas in others, like Finland, Germany, Sweden, Switzerland and Uruguay, students spend less than 40 hours studying.
Students in Australia, Estonia, Finland, Germany, Japan, the Netherlands, New Zealand, Sweden and Switzerland show the best balance between total learning time and academic performance.
In school systems where students spend more time in regular science lessons, average science scores are higher; but when students spend more time studying science after school, average science scores are lower.
Studying more hours does not necessarily lead to better learning outcomes
The bottom line
It is difficult to tell how much time students should spend learning, but it seems
clear that many students are spending too much time studying after school – at
least more than it seems reasonable if they want to lead a balanced life. Studying
and learning after school might not only be inequitable, depending on the quality
and availability of after-school learning opportunities, it might also be a lessefficient
way of meeting challenging academic standards than learning in regular
school lessons. To help students avoid spending a disproportionate amount of
time doing homework, receiving additional instruction and studying after school,
policy makers, schools, teachers, parents and students should redouble their
efforts to make students’ learning time at school more productive.
- See more at: http://oecdeducationtoday.blogspot.com.es/2016/03/learning-by-heart-may-not-be-best-for.html#sthash.6FwMGLgm.dpuf
In some situations, memorisation is useful, even necessary. It can give students enough concrete facts on which to reflect; it can limit anxiety by reducing mathematics to a set of simple facts, rules and procedures; and it can help to develop fluency with numbers early in a child’s development, before the child is asked to tackle more complex problems. But to perform at the very top, 15-year-olds need to learn mathematics in a more reflective, ambitious and creative way – one that involves exploring alternative ways of finding solutions, making connections, adopting different perspectives and looking for meaning. So yes, you can use your memory; just use it strategically, lest Einstein call you a fool.
Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15-year-olds
in some of the English-speaking countries to whom they are often compared.
• In no PISA-participating education system did boys report more intensive use of memorisation than
girls when learning mathematics.
• Memorisation as a learning strategy may work with easy problems, but it is unlikely to be effective if
it is the only strategy used when confronted with complex mathematics problems.
In 2012, schools in Spain had almost one computer available for every two 15-year-old students. The
students-per-computer ratio of 2.2-to-1 is the 9th lowest among the 34 OECD countries. In general, however,
countries that have invested heavily in ICT for education have seen no appreciable improvement in student
achievement in reading, mathematics or science over the past ten years.
•
Students in Spain perform significantly below the OECD average in digital reading (466 points on the
PISA digital reading scale), and below students in other countries with similar performance in print reading.
In the PISA assessment of digital reading, about one in 20 students in Spain (4.6%) did not navigate at all to
find the information needed to solve a problem, and those who did navigate got lost more often than students
in other countries, on average.
• Students in Spain also perform below the OECD average in computer-based mathematics (475 points
on the PISA mathematics scale).
• Students in Spain browse the Internet for schoolwork, at or outside of school, more often than students in
other OECD countries, on average. Students who reported that they browse the Internet for schoolwork at
school tend to perform better in the PISA digital reading test than students who never browse the Internet for
schoolwork.
• Regardless of socio-economic status, students in Spain spend about 2 hours and 20 minutes on line every
weekend day, on average – more than the OECD average. In their leisure time on line, advantaged students
(those among the top 25% in socio-economic status) are more likely than disadvantaged students to search
the Internet for information or read online news, and less likely than disadvantaged students to chat on line
or upload pictures or videos.
To be proficient in online reading, students must be able to plan
and execute a search, evaluate the usefulness of information, and assess the credibility
of sources. Most students cannot develop these skills through casual practice alone;
they need explicit guidance from teachers and high-quality educational resources
to master these increasingly important skills.
(..)Ética de los Negocios a base de Los Soprano. Sociología a base de The Wire. Metafísica a base de Perdidos. El empujón cualitativo que pegó la ficción televisiva en la última década no sólo le ha servido para conquistar a crítica y público. También le ha abierto las puertas de las universidades más prestigiosas. Profesores y alumnos parecen encantados de que Platón y David Simon vayan de la mano. Pero el camino hasta aquí no ha sido sencillo.
He conducts research on how children learn languages during development and how language changes in the course of history, and is well known for introducing mathematical models from evolutionary biology to the study of language and cognition.
He is the author of four books, including The Infinite Gift (Scribner's 2006), which is an introduction to the science of child language for the general audience and has been translated into several languages.
He is also the father of an eight year old boy, whose language development has been a constant source of curiosity and inspiration.
La diferencia entre investigadores es saber transmitir al publico, aunque sea experto de otras areas del conocimiento, de forma asequible el resultado de sus investigaciones. Si además eres especialista en otra area del conocimiento (Computer Science) distinta a la de tus hallazgos (Aprendizaje de lenguas) se te duplica el merito. Magistral conferencia con ejemplos relativos al euskara del investigador Yang.
Ya sabíamos por Chomsky que por medio de la gramatica generativa era posible analizar sintacticamente las frases y ver que todos los idiomas tienen una estructura común. Con la ayuda de la computación sabemos que todos los idiomas estan en nosotros cuando nacemos y que el instinto y la musica (las ondas) asociadas a la estrucuta profunda del idioma hace que aprendamos el que nos enseñen, pero podriamos aprender cualquier idioma (si al nacer nos llevan a Afganistan aprenderíamos uzbeko sin problemas a pesar de tener una melodía diferente al euskara o castellano. Los bebes no reciben los sonidos de la madre ni graban nada, la transmision a traves del liquido amniotico distorsiona el sonido y no grabamos nada durante el embarazo, dejen de exponer al bebe a Mozart no le vaya a salir con el Sindrome de Tourette ).
Hasta los 10 meses todas las pistas del lenguaje estan abiertas y se va grabando el idioma que aprendes, los fallos (errores) en las estructuras cortas(frases sencillas)son debidas a que se asimilan estructuras de otros idiomas hasta que se consolida el que se esta aprendiendo. Muy importante comenzar a aprender otros idiomas pronto para que no se desgrabe la gramatica profunda universal de otros idiomas que poseemos naturalmente. No quiere decir que no se pueda aprender de mayor, pero la desgrabadora no siempre funciona bien para recuperar la gramatica universal con la que nacemos.No debemnos pretender que un niño normal haga estructuras complicadas y si lo hace tendrá errores. Similar a Darwin hay una seleccion natural de estructuras sencillas al aprender, no se trata de dar clases magistrales al niñ@ para que aprenda sino riqueza de vocabulario con estructuras acorde al idioma que se quiere que aprenda (el castellano y el euskara tiene estructuras y musicas completamente distintas). De todas formas como explica en el video puede que aprenda por el camino no siempre más trillado, si se da cuenta que el euskara (ingles,... segunda lengua) es más importante que el castellano o al reves sera conservativo, o sea, no le fuerze a hablar en el idioma que no quiere, lo aprenderá pero con otra jerarquía.
Así como la Genética es lo que da unidad a la Biología y la Gramatica Universal es lo constituyente de todos los lenguajes, el niño es la unidad de todos los idiomas. Su capacidad de aprendizaje no tiene limite.Concluyó liricamente, los bebes tienen grabado hasta Shakespeare, Cervantes,Orixe solo hay que recuperarlo suavemente porque sino se estropean las pistas.
Euskaldunen artean "gacetilla" moduan, Itziar Lakak aurkezpen "potoloa" (hirueleduna)egin zuen, tartean ziren Josone Cenoz, Itziar idiazabal eta beste ikerlari euskaldunak, beti bezala Felix Etxeberria galderen saioan "ponentea" baino gehiago zekiela adierazi nahi zuen.Akabo gardentasuna, ez zekien galdera zuzen eta garbi egiten bere iritziarekin nahastu zuelako. Txinoaren egitura asiatar bati adierazi nahi izatea gehigekeria da nonahi.Dena den, goimailako hitzaldia.
Entradas
